The broad aim of Atchison Centre’s is to provide a warm, nurturing environment that encourages the development of the ‘whole child’ through the learning process.
“The materials and activities we provide, and how we provide them, can help children make connections with their homes, other people, and ideas they want to explore”.
The Educators will provide and create challenges that acknowledge the children’s abilities, strengths and interests through small and large group experiences. The children have the chance to initiate and participate in their own play experiences and spontaneous learning.
The Educators will record children’s experiences and spontaneous learning throughout the day. The Educators will provide opportunities for the children to support their interests and exploration.
The program throughout the Centre’s is based on the “Early Years Learning Framework” (EYLF) for Australia – BELONGING, BEING BECOMING.
The aim of the EYLF is to extend and enrich children’s learning from birth to five years and through the transition to school.
THE LEARNING OUTCOMES FOR CHILDREN BIRTH TO FIVE YEARS IS AS FOLLOWS:-
Outcome 1: Children have a strong sense of identity
Children feel safe, secure, and supported
Children develop their emerging autonomy, inter-dependence, resilience and sense of agency
Children develop knowledgeable and confident self identities
Children learn to interact in relation to others with care, empathy and respect
Outcome 2: Children are connected with and contribute to their world
Children develop a sense of belonging to groups and communities and
an understanding of the reciprocal rights and responsibilities necessary
for active community participation
Children respond to diversity with respect
Children become aware of fairness
Children become socially responsible and show respect for the environment
Outcome 3: Children have a strong sense of wellbeing
Children become strong in their social and emotional wellbeing
Children take increasing responsibility for their own health and physical wellbeing
Outcome 4: Children are confident and involved learners
Children develop dispositions for learning such as curiosity, cooperation,
confidence, creativity, commitment, enthusiasm, persistence, imagination
Children develop a range of skills and processes such as problem solving,
inquiry, experimentation, hypothesising, researching and investigating
Children transfer and adapt what they have learned from one context to another
Children resource their own learning through connecting with people, place,
technologies and natural and processed materials
Outcome 5: Children are effective communicators
Children interact verbally and non-verbally with others for a range of purposes
Children engage with a range of texts and gain meaning from these texts
Children express ideas and make meaning using a range of media
Children begin to understand how symbols and pattern systems work
Children use information and communication technologies to access information,
investigate ideas and represent their thinking
Each child has their own Journal which is kept in their room . The Journals contain artworks, photographs and observations about the child. Families are encouraged to be involved and add information to the Journals . These Journals are kept in a safe and secure place and are available for parent perusal at any time.
Weekly Program and Program Evaluation
Fundamental to the EYLF Framework is a view of children’s lives as characterized by belonging, being and becoming. Therefore the daily program devised by the Educators will incorporate spontaneous activities, initiated activities and planned activities for the “Transition to School” program. The Educators encourage the children to lead their learning by embracing the experience of each individual child Belonging, Being and Becoming .
Experience belonging – knowing where and with
whom you belong – is integral to human existence.
Children belong first to family, a cultural group, a
neighborhood and a wider community. Belonging
acknowledges children’s interdependence with others
and the basis of relationships in defining identities. In
early childhood, and throughout life, relationships are
crucial to a sense of belonging. Belonging is central to
being and becoming in that it shapes who children are
and who they can become.
Childhood is a time to be, to seek and make
meaning of the world.
Being recognises the significance of the here and
now in children’s lives. It is about the present and
them knowing themselves, building and maintaining
relationships with others, engaging with life’s joys and
complexities, and meeting challenges in everyday life.
The early childhood years are not solely preparation
for the future but also about the present.
Children’s identities, knowledge, understandings,
capacities, skills and relationships change during
childhood. They are shaped by many different events
and circumstances. Becoming reflects this process of
rapid and significant change that occurs in the early
years as young children learn and grow. It emphasises
learning to participate fully and actively in society.
All children experience learning that is engaging
and builds success for life.
The program and program evaluation is displayed in your child’s room along with the literacy plan and other developmental documents.
Children’s Spontaneous Learning
The Educator in your child’s room documents the children’s spontaneous daily interests and response to their learning. These observations will further provide projects of interest for the room program and the child.
Each room displays on the creation shelf, the children’s work with their names for their families to admire and observe.
The Centre on a monthly basis displays your child’s special piece of artwork around their room focusing on the child’s input and to encourage a sense of pride.
During the year Atchison Centre’s will hold Parent/Teacher meetings which is a great opportunity to discuss your child’s progress and future programming.